Adult learners are notable for a number of special characteristics:
- They can engage with abstract thought. Those who succeed at language learning in later life according to Steven Pinker, ‘…often depend on the conscious exercise of their considerable intellects, unlike children to whom language acquisition naturally happens’ (Pinker 1994:29). This suggests that we do not have to rely exclusively on activities such as games and songs – though these may be appropriate for some students. - They have a whole range of life experiences to draw on. - They have expectations about the learning process, and may already have their own set patterns of learning. - Adults tend, on the whole, to be more disciplined than some teenagers, and crucially, they are often prepared to struggle on despite boredom. - They come into classrooms with a rich range of experiences which allow teachers to use a wide range of activities with them. - Unlike young children and teenagers, they often have a clear understanding of why they are learning and what they want to get out of it. Motivation is a critical factor in successful learning, and knowing what you want to achieve is an important part of this. Many adults are able to sustain a level of motivation by holding on to a distant goal in a way that teenagers find more difficult.
However, adults are never entirely problem-free learners, and have a number of characteristics which can sometimes make learning and teaching problematic.
- They can be critical of teaching methods. Their previous learning experiences may have predisposed them to one particular methodological style which makes them uncomfortable with unfamiliar teaching patterns. Conversely, they may be hostile to certain teaching and learning activities which replicate the teaching they receive earlier in their educational careers. - They may have experienced failure or criticism at school which makes them anxious and under-confident about learning a language. - Many older adults worry that their intellectual powers may be diminishing with age – they are concerned to keep their creative powers alive, to maintain a ‘sense of generativity’ (Williams and Burden 1997:54).
Good teachers of adults take all of these factors into account. They are aware that their students will often be prepared to stick with an activity for longer than younger learners (though too much boredom can obviously have a disastrous effect on motivation). As well as involving their students in more indirect learning through reading, listening, and communicative speaking and writing, they also allow them to use their intellects to learn consciously where this is appropriate. They encourage their students to use their own life experience in the learning process too.
As teachers of adults we should recognise the need to minimise the bad effects of past learning experiences. We can diminish the fear of failure by offering activities which are achievable, paying special attention to the level of challenge presented by the exercises. We need to listen to students’ concerns too and, in many cases, modify what we do to suit their learning tastes.
Harmer (2001) The Practice of English Language Teaching
Adult learners
- They can engage with abstract thought. Those who succeed at language learning in later life according to Steven Pinker, ‘…often depend on the conscious exercise of their considerable intellects, unlike children to whom language acquisition naturally happens’ (Pinker 1994:29). This suggests that we do not have to rely exclusively on activities such as games and songs – though these may be appropriate for some students.
- They have a whole range of life experiences to draw on.
- They have expectations about the learning process, and may already have their own set patterns of learning.
- Adults tend, on the whole, to be more disciplined than some teenagers, and crucially, they are often prepared to struggle on despite boredom.
- They come into classrooms with a rich range of experiences which allow teachers to use a wide range of activities with them.
- Unlike young children and teenagers, they often have a clear understanding of why they are learning and what they want to get out of it. Motivation is a critical factor in successful learning, and knowing what you want to achieve is an important part of this. Many adults are able to sustain a level of motivation by holding on to a distant goal in a way that teenagers find more difficult.
However, adults are never entirely problem-free learners, and have a number of characteristics which can sometimes make learning and teaching problematic.
- They can be critical of teaching methods. Their previous learning experiences may have predisposed them to one particular methodological style which makes them uncomfortable with unfamiliar teaching patterns. Conversely, they may be hostile to certain teaching and learning activities which replicate the teaching they receive earlier in their educational careers.
- They may have experienced failure or criticism at school which makes them anxious and under-confident about learning a language.
- Many older adults worry that their intellectual powers may be diminishing with age – they are concerned to keep their creative powers alive, to maintain a ‘sense of generativity’ (Williams and Burden 1997:54).
Good teachers of adults take all of these factors into account. They are aware that their students will often be prepared to stick with an activity for longer than younger learners (though too much boredom can obviously have a disastrous effect on motivation). As well as involving their students in more indirect learning through reading, listening, and communicative speaking and writing, they also allow them to use their intellects to learn consciously where this is appropriate. They encourage their students to use their own life experience in the learning process too.
As teachers of adults we should recognise the need to minimise the bad effects of past learning experiences. We can diminish the fear of failure by offering activities which are achievable, paying special attention to the level of challenge presented by the exercises. We need to listen to students’ concerns too and, in many cases, modify what we do to suit their learning tastes.
Harmer (2001) The Practice of English Language Teaching